【教师资格证】英语学科试讲真题选

小学英语教师资格证面试真题（精选）小学英语《A butterfly》一、考题回顾二、考题解析《A butterfly》主要教学过程及板书设计教学过程Step1 Warming-up and lead-inAfter greeting the students, I will play the song “The bear”, whose lyrics use the simple past tense, to the students. I will write down a segment of the lyrics on the blackboard and review the past form of some verbs, such as “look-looked”, “meet-met” and “say-said”, with the whole class.Step2 PresentationI will enjoy the strip pictures of butterfly growth with the whole class to introduce the simple past tense. I will ask students questions while watching the pictures. The questions are: “what was the color of the egg?”, “what did a caterpillar eat?” and “how long did the cat erpillar live in the small cocoon?” By orders of strip pictures, the growth a butterfly is showed clearly, and time sequences are showed by “the first”, “then” and “finally”.As the students answer these questions, answers are written down on the blackboard. I will invite students to work out the rule of the simple past tense. Simple past tense is usually used to talk about a completed action or state that occurred in the past, and to form this tense, one needs to add -ed to the end of a regular verb and remember the past forms of some irregular verbs.Step3 Practice1. Conversion task: students are required to converse the following simple present tense simple past tense to better understand the new structure:I usually eat an egg for breakfast.I _____ an egg for breakfast yesterday morning.People often live in houses.John _____ in the small village for about two years.Do you come to your grandma’s twice a week?He _____ to see his grandma last week.There are three people in my family.There _____ many butterflies here 5 years ago.2. Translation task: students are expected to translate the following Chinese the corresponding English.我妹妹早餐吃了一个橙子和一片面包。

2022下半年初中英语教师资格证面试真题及答案（七）试讲13：听力教学试讲1．题目：听力教学试讲2．内容：Speak up：How do you look after your pets?The students are tolking about how they look atter thelr pets. Work in groupsand talk about pet core．Use the conversation below as a modelDaniel：How do you look after your dog，Millile?Millie：Dogs like exercise a lot，so we walk him in the park every evening．Daniel：Oh，I see．Do you walk your cat，Amy?Amy；No，we don't，We only brush her fur every day.Daniel：How do you look after your fish，Peter?Peter：We put them in clean water，and we never feed them too much．3．基本要求：（1）朗读所给对话；（2）配合教学内容适当板书；（3）针对该对话的内容设计相应的听力理解教学活动；（4）用英文试讲；（5）试讲时间：10 分钟。

【答案】Teaching Procedures：I. Lead－inGreeting．Free talk：Do you keep a pet? Please share something about it.II. Pre－listeningThe teacher shows some pictures of animals. Students guess what the conversation is about.III. While－listening1．Students listen to the tape and try to figure out the main content of the conversation. Students can learn to take notes if necessary.2．Listen again and answer the following questions：①How does Millie look after his dog?②Does Amy walk her cat?③How does Peter look after his fish?3．Students work in pairs to read the conversation，paying attention to the intonation and pronunciation.IV. Post－listeningStudents work in groups to make a survey about whether the groups member have kept a pet，what it is and how they look after it.V. SummaryStudents summarize what they have learnt today.VI. HomeworkSearch the Internet and conclude more ways of looking after different pets better.五、Blackboard Design：略试讲14：语法教学试讲1．题目：语法教学试讲2．内容：The forty thieves killed Ali Baba's brother. This made Ali Baba very angry. The next day，the thieves wanted to know how the brother got inside the cave．The leader bought some big jars and put a thief inside each one．The leader took the jars to Ali Baba's house．Ali Baba's wife saw the men in the jars. “Who are those men in the jars?Are they your friends?" asked his wife．“Sh，quiet！" said Ali to his wife．Ali Baba was clever. He killed the thieves and their leader. His family was now safe and they were rich，too.3．基本要求：（1）朗读所给段落；（2）配合教学内容适当板书；（3）针对所给材料的划线部分，设计讲解该语法项目的教学活动；（4）用英文试讲；（5）试讲时间10分钟。

下半年中学英语教师资格证面试试讲真题【网友版】
高中英语真题：
1•同位语从句
2. Morni ngt on Tow n ,设计成写作课
3. 试讲:阅读课，Crouching Tiger, Hidden Dragon注意-下fiance 的读音
4•阅读特洛伊战争注意人名和特洛伊的读法
词汇课:takeupgettobeflledwith
5•口语对话robbie和susan讨论世界上有没有外星人，一个相信，一个不相信, 朗读课文，教学生怎么根据语调表达情感和态度
6.试讲听说课描述方向turn left turn right（答辩是teachi ng in te ntion和怎么知道每个学生都学会了这个知识点
初中英语真题：
1•语法题used to do的用法
2•阅读题，不同的国家学生去上学的方式
3. North America nJape n
4•语音题讲the th ink的发音s的s发音以及because的s发音
5.阅读课mobile phone
6. 口语课，what about
7•写作，一个图片画着男生坐那里，身边有很多篮球足球。

文章是说他有很多球，但他从来不玩，只看电视。

8.口语课是一篇关于coach和nek之间的对话，问nick的名字电话电子邮件
超等等。

9•语音音标
10、区分th,s,se的发音。

英语教资面试试讲七大类型真题及教案模板语音教学一.真题1.题目：You are new here,aren't you?2.内容：A：You are new here,aren't you? /B: Yes,I am.My name is Bill.You are Tony, aren't you? /A：That,s right.B:It's really crowded here,isn,t it? /A:Yes,it is.3.基本要求：(1)朗读所给对话(2)配合教学内容适当板书(3)针对语调标记,进行相应的语音教学活动(4)试讲时间约10分钟(5)用英文试讲二.教案模板1.Teaching objectives(1)knowledge objectiveStudents will understand and recognize sentences with rising tone.(2)Ability objectiveStudents will be able to use rising tone properly in communication.(3)emotional objectiveStudents will realize some basic rules of language and be more interested in learning English.2.Teaching key and difficult points(1)key pointHelp students to use correct intonation to make sentences.(2)difficult pointGuide students to find out the rule of rising intonation.3.Teaching and learning methodsTask-based language teaching method :cooperative learning method; individual learning method. 4.Teaching proceduresStep1 :Lead inStudents will listen to a song and try to sing along with it.Teacher reminds them of the last word of each sentence.Step2:PresentationTeacher will choose two students to read the dialogue.Then students listen to the tape and find out the difference between their intonation and the speakers.Students are encouraged to underline the sentences.Teacher will also write the sentences an the blackboard and teacher will explain the rule of rising intonation:it can be used in disjunctive questions （反义疑问句）and give students some examples. Step3:PracticeStudents read the dialogue with their partners.They should pay attention to the questions and try to use rising intonation.Step4:ProductionStudents work in groups asking other members some questions about their hobbies.They need to imitate the question form in the dialogue and try to use rising intonation while asking.Some students are encouraged to have a role play in the front of class.Step 5:SummaryStudents conclude the rule of rising intonation and teacher give some supplements,（补充）.Teacher will also guide students to think :are there any other situations where we can use rising intonationStep6:HomeworkStudents are encouraged to make more sentences by using rising intonation.Each of them should make at least 5 sentences.5.Blackboard designrising intonationYou are new here,aren't you? /It,s really crowded here,isn,t it? /口语教学一. 真题1.题目：A man saved himself2.内容：A man was skiing in the mountains by himself. Suddenly he had a bad fall and broke his skis,when he tried to stand up he found that his leg was broken and he couldn't walk .So he slid down the mountain an his bottom when he got to the bottom of the hill he saw a house .He shouted for about five minutes before anyone heard .At last...3.基本要求：(1)朗读所给段落(2)配合所给内容适当板书(3)针对该段落的内容设计相应的口语活动,帮助学生补充完成故事结局(4)试讲时间约10分钟二. 教案模板1.Teaching aims(1)Knowledge aim :Students will learn some basic elements to continue a story.(2)Ability aim :Students will be able to continue the story in their own words.(3)Emotional aim :Students can come up with new ideas positively and be interested in learning English.2.Teaching key and difficult points(1)key point :How to help students continue the story?(2)difficult point :How to guide students to summarize their idea and express in their own words.3.Teaching and learning method见上节语音课4.Teaching proceduresStep1 :Lead inTeacher will show some pictures about snowing day and ask students whether they like it and students can talk about things they can do in such a day.Step2:PresentationTeacher reads the passageStudents need to find out what the material is about .Teacher introduces the requirement of the class and encourage students to think what might happen next.Students will talk with their partners .they are encouraged to write some clues and key words .Teacher will also remind them to use correct grammar and sentence structure.Step3:PracticeStudents work in groups and share their ideas.They need to continue the story with possible ending .Teacher will also help to offer some clues .Students are encouraged to tell their own stories to the whole class.Step4:ProductionTeacher asks a question :what can you do to protect yourself while skiing ?Students share their ideas and teacher concludes the key points.Step 5:SummaryStudents try to conclude what they learned in this class,and teacher gives some supplements and remind them to be careful in some activities.Step6:HomeworkStudents need to retell their own story to their parents after class.5.Blackboard designWhat happened? A man hurt himselfWhat will happen next? doctor,farmer,policeman...听力教学一.真题1,题目：The Olympic Games2,内容：Hello! I, m the torch that lights the Olympic fire and starts every modern Olympic Games.I always begin my journey from Olympic in Greece where the Ancient Games first held .I'm usually lit by the sun there and carried by many runners from different countries.However,only the best athletes carry me !The greatest honor is to be the last athlete who carries me into the stadium where the games will be held.3.基本要求：(1)表达师生互动(2)配合教学内容适当板书(3)设计听力教学活动二.教案模板1.Teaching aims(1)knowledge aim :Students will learn the usage of the Olympic torch.(2)Ability aim :Students will improve their listening skill by finding out the facts of Olympic torch.(3)Emotional aim :Students will acquire knowledge about Olympic games and they will be interested in learning English.2.Teaching key and difficult points(1)key point :Help students to get useful information from the passage.(2)difficult point :Guide students to develop listening skill such as organizing information and making use of them correctly.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher will play a video about Beijing Olympic opening ceremony,and ask students to recall the exciting memories.Step2:Pre-listeningTeacher point out the torchbearer-Ling ning,,and ask student to tell what they know about him.Teacher introduces the man briefly and ask students whether they know the history of the torch. Step3:while-listening(1)Extensive listening (泛听)Students listen to the tape for the first time.They need to find out what the passage is talking about in their own words.(2)Intensive listening(精听)Students listen to the tape again.Teacher write some key points on the blackboard and students will fill in the form by using information in the passage .Students check the answer with their elbow partner.Step4:Post-listeningActivity 1:Students need to finish the exercise on the ppt.Teacher will help to check the answer. Activity 2:Pair work. Students introduce the facts of Olympic torch to their deskmates in their own words.They are encouraged to add some new information about Olympic games that they know. Activity3 :Students listen to some sentences about the description of Olympics.They need to judge whether the sentences are true or false.Step 5:SummaryStudents conclude what they learned in this class and teacher will also help summarize.Step6:HomeworkStudents need to find out more information about Olympic games .Picking up something to which they are interested and share with others next class.5.Blackboard designOlympic torch1.From where ? To where?2.Who carries it?3.Who will get honor?词汇教学一.真题1.题目：A famous Chinese pianist2.内容:Li Yundi,a well-known Chinese pianist ,always loved music.When he was a small boy,he could hum songs and difficult pieces of music .He began to learn the accordion at the age of four,and he started to learn the piano when he was seven.In October 2000,Li Yundi took part in the 14th champion international piano competition in Poland.He won first prize in his group.He was also the first Chinese pianist in the 20-year history of the competition to win this prize.3.基本要求：(1)表达教师引导作用和师生互动(2)配合教学内容适当板书(3)讲解该段落中的划线单词并举例解释(4)设计相应的词汇运用活动二.教案模板1.Teaching aims(1)Knowledge aim : Students will master the pronunciation and meaning of the new words:difficult ,take part in,competition.(2)Ability aim :Students will be able to use those words to make sentences.Students will learn to guess the meaning of words according to the context.(3)Emotional aim :Students will know more about Li Yundi and learn from him.2.Teaching key and difficult points(1)key point :Help students to master the pronunciation and meaning of new words.(2)difficult point :Guide students to make sentences properly by using these words.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inStudents will listen to a piece of piano music.Teacher introduces the background of the music and enumerates some famous pianists.Step2:PresentationStudents read the text as quickly as they can .Then tell the main idea of the passage.Teacher writes down the new words on the blackboard and encourages students to guess the meaning of them according to the context.Teacher will explain the difficult words in various ways.Example will be offered to help students understand the words.Step3 :PracticeTeacher hands out some cards ,which contain different words on them.Then teacher shows some pictures on the ppt.Students need to read the word loudly if the picture describes it in their cards.Teacher will encourage them to make some sentences by using the words.Step4:ProductionStudents think about a question :what makes a pianist succeed?They can talk with elbow partners and conclude some key elements.Teacher encourages them to learn from Li Yundi :working hard and never give up.Step 5:SummaryStudents summarize the whole text .Teacher helps to review the learned words again.Step6:HomeworkStudents write a short essay about the career of a star with whom they are familiar.5.Blackboard designdifficulttake part in What makes a pianist succeed ?competition阅读教学一.真题1.题目：True north2.内容：In North America,most students go to school on the school bus.Some students also walk or ride bikes to school.In other parts of the world,things are different.In Japan,some students take trains to school,others also walk,ride their bikes .In China,it depends on where you are ,In big cities,students usually ride bikes to school or take buses.And in places where are rivers and lakes ,students usually go to school by boat.That must be a lot more fun than taking bus.3.基本要求：（1）朗读所给对话(2)配合教学内容适当板书(3)针对该段落设计阅读教学活动二.教案模板1.Teaching aims(1)knowledge aim :Students will understand ways to go to school in different countries.(2)Ability aim :Students will use multiple reading skills such as skimming and scanning to get information from the passage.(3)Emotional aim :Students will feel different culture and will be more interested in learning English.2.Teaching key and difficult points(1)key point :Help students to get useful information from the passage .(2)difficult point :Guide students to develop reading skill such as finding out and organizing useful information.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher will guide students to review different transportation which was learned last class.Step2:Pre-readingStudents watch some pictures about special transportation and guess where there can be used .Any possible guessing is encouraged.Step3:while-reading(1)fast readingStudents read the passage as quickly as they can .They need to find out which countries are mentioned in the passage.Teacher will write the names of places on the blackboard.(2)careful readingStudents read the passage again .They are asked to fill in the form on the blackboard by using information about what transportation is used in different places.Teacher encourages them to check answers with elbow partners.Step4:Post-readingActivity 1:Students refer to the form and retell the usage of transportation to their deskmates.Activity 2 :Students introduce some other special travelling methods in groups.They can share what they know to the whole class.Teacher helps to conclude some key points.Step 5:Summary and homeworkStudents review the learned knowledge in this lesson and teacher will also encourage them to be a green commuter.Students need to find more information about special travelling methods and conclude their findings by imitative writing.5.Blackboard designcountries ways to go to schoolAmericaJapanChina(big cities)China (cities with rivers)语法教学常见语法的英文表达一般现在时the simple present tense一般过去时the simple past tense一般将来时the simple future tense现在完成时the present perfect tense现在进行时the present continuous tense过去进行时the past continuous tense条件状语从句adverbial clause of condition被动语态the passive voice虚拟语气subjunctive mood定语从句attributive clause宾语从句object clause状语从句adverbial clause比较级和最高级comparative and superlative单三third-person singular一. 真题1.题目：Transportation investigation2.内容：Last week,we did a survey about different kinds of transportation. We asked students about their favorite kinds of transportation. Most students come to school by bike and they like riding bikes .Of course ,bikes are cheaper than cars and buses.Some students like cars because they are safer than bikes .Cars are also faster than bikes and buses.Among some students ,buses are not popular because they often have too many passengers.Buses are also dirtier and more crowded.However,not many people can afford a car.3.基本要求：(1)合理设计活动进行语法教学(2)适当板书(3)全英授课(4)师生互动二. 教案模板1.Teaching aims(1)Knowledge aim ：Students will master the role of comparative form(2)Ability aim : Students will be able to compare the characters of different things by using correct comparative forms.(3)Emotional aim :Students will be good at evaluating the advantage and disadvantage.2.Teaching key and difficult points(1)key point :Help students to understand the principle of comparative form.(2)difficult point :Guide students to make sentences to compare things.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher asks students what transportation they prefer.Students share their ideas and explain the reasons briefly.Step2:PresentationStudents read the text as quickly as they can.They need to find out what transportationare compared in the passage.Teacher writes the transportation on the blackboard and asks students to underline the words which make the comparison.Students are encouraged to point out the differences of words.Teacher will explain the words: when comparing,we need to use comparative form of adjective and teacher will also remind them of adding "er" or "r" according to the words.Step3 :PracticeTeacher asks students to read the sentences containing comparative forms loudly.Students are asked to finish the exercise on the ppt.Step4:ProductionTeacher shows some pictures on the ppt.Each picture has a pair of objects.Students need to describe the character of them.They are encouraged to use the comparative form to make sentences by themselves.Teacher will also ask two students to stand up ,and others compare them through body weight,height,length etc.Step 5:SummaryStudents summarize what they learned in this lesson.Teacher guides them to review the comparative form of adjective again.Step6:HomeworkStudents make at least six sentences by using comparative form of adjective after class and show their sentences next class.5.Blackboard designbus dirtiercar safer ,fasterbike cheaper写作教学.真题1.题目：A letter for asking for advice2.内容：Dear Earth care,I,m doing a project on behalf of my school about global warming.Sometimes I feel that individuals can have little effect on such huge environmental problems.However,I still think people should advocate improvements in the way we use energy today.As I'm not sure where to start with my project.I would appreciate my suggestions you may have.Thank you !3.基本要求：(1)全英授课(2)针对语篇内容进行相应写作教学(3)向学生介绍书信写法(4)试讲时间约10分钟二.教案模板1.Teaching aims(1)knowledge aim :Students will understand some basic elements in writing a letter.(2)Ability aim :Students will be able to conclude information and organize the information in their own writing.(3)Emotional aim :Students will be more polite in replying.2.Teaching key and difficult points(1)key point :Help students to come up with new ideas.(2)difficult point :Guide students to put what they learned in writing.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher asks the essential elements in a letter which was learned before .Step2:Pre-writingStudents read the letter quickly .They will get the main idea of it .Teacher will guide them to think the possible response of the letter .Students need to work in pairs and talk with elbow partners.Students write down some key points and consider how to use these points in writing in a proper order . Step3:while-WritingTeacher first shows two letter example on the ppt and guides students to notice the title,main part,form and inscription .Students can refer to the examples and write their own letter .Teacher will offer some words and phrases and help to correct the mistakes in their writing. Step4:Post-writingStudents share their articles in groups. Some representatives are encouraged to read their letters in the front of the class .Teacher will also ask students to discuss :are there any other possible ways to save the earth from global warming ?Step 5:Summary and homeworkStudents review the passage and their own letter .Teacher will emphasize how to respond a letter .Students are asked to conclude ways to prevent global warming after class ,and write down at leastfive suggestions.5.Blackboard designkey elements in writing possible responsestitle plant more trees main partride bikes form。

2022年上(初中英语)教师资格证面试试讲真题1. Edwin Moore2.他的发明push pin 写作课3. both and 那个语法4.口语题，进postcardsA:hello,do you like to col lect something?B: Llike collect postcards.When did you collect postcards?B: two years ago.A: What's your favorite postcard?B:My_ favorite postcard is from the UK.A big ben on it_5.阅读，主题venice, floating City, City of water要求:朗读短文6.语法make us_ feel re laxed7.试讲英文听力，试讲你认为最伟大的人8.作课steve和他朋友偷玩他爹电脑，电脑中病毒了。

写作教求助信。

9. Vocabulary二遍短文，主要进很多年轻人想成为专业运动员，专业运动员可能享誉全世界，可以捐钱做慈善...主要进解profess iona L, athlete, charities试讲要求:词汇教学答辩题且1、What is your major? which school did you graduate from?10.old Henry Lost his dog 然后根据这个写一-封信要求朗读11.语法if 条件状语从句.试讲要求:答辩题目:你来说一下i这个句子的全称，哪个是主句，哪个是从句。

12.语法both and口语two years ago13.词汇题athlete profess ional char ity14.试语法，should, Ud better15.词汇题athlete profess ional char ity16.词汇课考soccer dolL present color [/cpl17.口语: in the South Shopping Centre18.听力leo lives in Harbin19.口语课两个句型:have you ever 。

真题9（Rose is smarter than Ruth）一、内容A: Who do you think are better, Ruth or Rose?B: I think Ruth is smarter, I think Ruth is better.B: I think Ruth is smarter, but I think Rose is outgoing.基本要求：(1)英文试讲10分钟(2)朗读对话(3)讲解时要体现师生互动二、教案Teaching aims//Teaching objectivesKnowledge aims:(1) students are able to understand the dialogue with the help of the tape and pictures.(2) students can master the alternative question and the sentence patterns＂Who do you think are better, ...or...? I think... (but) I think...＂.(3) students can review the comparative degree.Ability Aims:(1) students are able to ask and answer the alternative question and make comparisons in their daily life.(2) students’ ability of listening and speaking can be improved.Moral aim:students’ interests in learning English can be aroused. They are also told not to judge people by their appearance.Teaching key point:students are able to ask and answer the alternative question and make comparisons in their daily life.Teaching difficult point:The usage of＂the alternative question＂.Teaching proceduresStep 1 Lead inPlay a game: Teachers say the description words and students say out their comparative forms to lead in today’s lesson.Step 2 PresentationCreate a situation to teach the sentence pattern＂Who do you think are better, Ruth or Rose?＂Listen to the recording again (此处可示范朗读对话）and fill in the blanks.A: Who do you think are better, Ruth or Rose?B: I think Ruth is ___, I think Ruth is ___B: I think Ruth is smarter, ___ I think Rose is___（The answers are: smarter, better, but, outgoing)Explain＂the alternative question＂and the usage of＂but＂.Step 3 PracticeRead after the tape (此处也可示范朗读对话）and then role play the dialogue.students work in pairs to talk about their father and mother using＂Who do you think are better, your father or your mother? I think... (but)I think...＂Then ask some students to show their dialogues.Step 4 ProductionShow the information of Yiyang Qianxi and Zhou Dongyu on the PowerPoint and say:＂Class, look, who are they? Yes, they are young actors Yiyang Qianxi and Zhou Dongyu. They both work hard. So, who do you think are better? 4 students as a group to make a new conversation using the sentence patterns we learned today.＂.Then play a game＂Hot potato＂.Step 5 SummaryAsk＂Everybody, who can summarize what we have learned today?＂. Then students summarize and the teacher gives supplement timely. Students are told not to judge people by their appearance.Step 6 HomeworkStudents are encouraged to talk about the differences between one of their friends and themselves. Try to make 3 sentences using＂I think... (but) I think...＂Then show the sentences to us tomorrow.BlackboardThe alternative question-Who do you think are better, ...or...?-I think... (but) I think...三、试讲稿Good morning, dear judges. I am No. 1 candidate. Now I will begin my class.Good morning, boys and girls, how are you today? Fine! Good! Great! I am great, too. Thanks for your asking. Are you ready for our today’s English travel? OK, here we go.Boys and girls, in this unit, we have learned something about the comparative degree. Did you still remember it? Okay, let’s play a game-I say the description words and you said out their comparative forms. For example, if I say ＂good＂, you should say＂better＂. Are you clear? Ready, go. Beautiful. Kate please, more beautiful, well done. Smart. John please, smarter, very good. Outgoing. Lily please, more outgoing, good job. Oh, you all did such a good job! Everybody, let’s applaud for them! My boys and girls, look at the picture, a boy and a girl are talking about something. So, whatare they talking about? Let’s listen to the recording and find the answers. OK? Let’s get started. //The recording is over. What’s your answer? Tina, you are the first to raise your hand. You said the boy asked the girl＂Who do you think are better, Ruth or Rose?（板书句型）＂Well done, you listened very carefully. Class, let’s listen to the recording again and fill in the blanks.A: Who do you think are better, Ruth or Rose?B: I think Ruth is ___, I think Ruth is ___B: I think Ruth is smarter, ___ I think Rose is ___.Here we go.＂A: Who do you think are better, Ruth or Rose?B: I think Ruth is smarter, I think Ruth is better.B: I think Ruth is smarter, but I think Rose is outgoing.＂(此处可示范朗读对话）//Okay, the recording is over. What’s your answer? Well, most of the students in this line raised their hands. So, this line please, answer it one by one. I think Ruth is smarter (板书句型），good answer. So, the first blank is smarter. How about the second blank? Better, nice work. What about the third one? But, very well. And the last one? Outgoing, very well. Everybody please read dialogue together. Not bad. Look (指问句），is this a simple wh – question? No? So, what’s the difference? Nick please, there is a word＂or＂. You’re so smart! And how can we answer it? You don’t know? That’s okay. Let’s look at the answers. The first answer is talking about... Yes, Ruth. What about the second one? Jim please, yes, it is about Ruth and Rose. Nice work. Look, the two sentences patterns both use＂I think...＂. And what’s the difference? Nina please, the second answer used the word＂but＂. Great, you found it! Class, attention please. The wh-question with＂or＂is called＂the alternative question＂. If you meet the alternative question, there will be two kinds of answers. We can answer either of them. Or you can answer both of them with＂but＂. Are you clear? Nice. Now open your books. Please listen to the recording and follow it, okay? Pay attention to the pronunciation and intonation. Here we go! (此处也可示范朗读对话）//Wow, you read so fluently and so loudly. I like your voice. Let’s role play the dialogue. I’ll give you 2 minutes to prepare. Start. //Time is up! Who wants to try? Wow, Alice and Clara, how brave you are! Let’s get started. Everyone, do you like their performance? I like it, too. They both did very well. Let’s applaud for them. My class, this time, please work in pairs to talk about your father and mother using＂Who do you think are better, your father or your mother? I think... (but)I think...＂5 minutes for you. //Time’s up. Who wants to share your conversation? Wow, Tom and Tony! (复述）＂Tom, who do you think are better, your father or your mother? I think my father is smarter, so I think my father is better. What about you, Tony? I think...＂Wow, you two made a good dialogue. My class, look, who are they? Yes, they are young actors Yiyang Qianxi and Zhou Dongyu. Who do you think are better? 4 students as a group to make a new conversation using＂Who do you think are better, ...or... ? I think... (but) I think... ＂. Are you clear? 8 minutes for you. Start. //Time is up. Wow, so many of you raised your hands. Who should I choose? How about playing a game＂Hot potato＂? Look, this is the potato, please pass it quickly. Here we go. Stop. Maria, how lucky you are! You and your partners, please come to the stage. You can start. ＂Maria, who do you think are better, Yiyang Qianxi or Zhou Dongyu? I think Yiyang Qianxi can sing better. I think he is better. What about you, Lisa? I think Zhou Dongyu is more outgoing, but Yiyang Qianxi is smarter. And you, Bob? ...＂(复述）//Please go back to your seats. Everybody, do you like their conversation? Yeah, what a good conversation it is! Big hands!How time flies. Who can summarize what we have learned today? The brave boy, please. You saidwe have learned the new sentence patterns＂Who do you think are better, ...or... ? I think... (but)I think...＂Good job. And we also learned the alternative question, right? Everybody, please do not judge people by their appearance. I hope you can find the best in others. OK? Here comes your homework, please talk about the differences between one of your friends and yourselves. Try to make 3 sentences using＂I think... (but) I think...＂. Tomorrow I will ask you to show it, OK? So much for today. See you tomorrow.That’s all. Thank you. May I clean the blackboard?四、答辩1. Please introduce your teaching mode.答：In this class, I use PPP mode: presentation, practice and production. Now I will talk about them one by one.Presentation. I will let students listen to the recording and find the answer of＂What are they talking about?＂And listen again and fill in the blanks. Later, I will explain＂the alternative question＂and the usage of＂but＂. Practice. Here are two tasks for students. First, read after the tape and then role play the dialogue. Second, work in pairs to talk about their father and mother using＂Who do you think are better, your father or your mother? I think... (but) I think...＂Then ask some students to show their dialogues.Production. Students make new conversations according to the information of Yiyang Qianxi and Zhou Dongyu on the PowerPoint.2. Why do you want to be an English teacher?答：Thanks for asking. Now I will talk about the reasons why I want to be an English teacher. First of all, I like to communicate with children and play with them. I think children have the purity that we adults don’t have. And they are eager for knowledge. So, I am very glad to be an English teacher to teach them. Second, English teacher is a good and suitable job for me. I majored in English and I am also good at English. I like this job very much so I will try my best to do it well. Third, English is a very beautiful language. And it is also a useful language.These are the reasons why I want to be an English teacher.。

2024年5月高中英语教师资格证面试真题（共35题）词汇课01词汇教学试讲At the Nobel Prize Lecture on 7 December, 2015, an 84-year-old Chinese woman walked slowly on to the stage. She began to talk about the life-saving drug, artemisinin, which she had discovered with the help of her team in the 1970s. The woman was Tu Youyou, the first Chinese female scientist to be awarded a Nobel Prize for her work. A scientist who was on the Nobel Prize Committee called Hans Forssberg explained that "the discovery of artemisinin has led to the development of new drugs which have saved the lives of millions". When thanking the Committee for the honour, Tu Youyou said, "This is not only an honour for myself, but also recognition and encouragement for all scientists in China."基本要求：（1）朗读所给段落。

（2）配合教学内容适当板书。

（3）针对所给材料的划线部分，设计讲解构词法的教学活动。

初中英语教师资格证面试2023年5月面试真题写作课01写作教学试讲People also think designer clothes are better made, for example, many people think the right running shoes will make you run faster or play better, of course this is not always true. It’s the training not the trainers that improves your speed or your score. Most people dress in a way that their personality can be shown off but if someone of us by expensive clothes just to look cool, what does they say about us? Maybe it's just clever advertising.基本要求：(1) 朗读所给段落。

(2) 配合教学内容适当板书。

(3) 针对材料所给内容，设计指导学生仿写的写作教学活动。

(4) 用英文试讲。

(5) 试进时间:10分钟。

02写作教学试讲In Switzerland, it's very important to be on time. We're the land of watches, after all. If someone invites you to meet at 4.00, you have to be there at 4.00. If you're even fifteen minutes late, your friend may get angry. Also, we never visit a friend's housewithout calling first. We usually make plans to see friends.基本要求：(1) 朗读所给段落。

全国高中英语教师资格证面试试讲真题及参考教案试讲可安排的活动多种多样，并非只有一种设计的方法，写教案不要按照这个来写，内容太多了浪费时间，大家可以借鉴这个参考试讲的思路就行。

1.题目：语篇教学试讲2.内容:The history of the city goes back 650 years when the Maoris settled in the area. European settlement began in 1840 when the British arrived. New Zea land’s first governor, Captain William Hobson, made Auckland the capital. Later, the capital moved to Wellington, because it was more central. Since 1945, the city of Auckland had grown and it now has large modern suburbs.3.要求:(1)朗读所给段落；(2)配合教学内容适当板书；(3)针对所给材料的内容，设计分析篇章结构的语篇教学活动；(4)用英文试讲；(5)试讲时间：10分钟。

【参考教案】Teaching aims:Knowledge aim:students will know more about the history of New Zealand.Ability aim:students can catch some detailed information about the passage.Emotional aim:students will appreciate different culture and history.Key and difficult point:Students will get the history about New Zealand.Students can express their ideas about the topic.Teaching procedure:Step 1: Warming-upGreet the students.Watch a clip about “Dad, where are we going” and try to describe the video. Step 2: Pre-readingShow some pictures to introduce New Zealand’s background information.Step 3: While-reading1st reading: leave the question to you--try to find the key time-points?2nd reading: now try to find the issues according to responding time-points?3rd reading: leave the question to them-what is the capital before and now?Step4: Post-readingActivity 1: invite two students to retell the passage according the timeline on the blackboard.Activity 2: divide them groups of 3 to talk about which country do they like best?Step5: Summary and homeworkInvite a student to make a summary then leave them the homework-search online for the development of coffee culture in China.Blackboard design:1.题目：语法教学试讲2.内容：The boys who (that) are playing football are from Class One.Yesterday I helped an old man who (that) had lost his way.Football is a game which (that) is liked by most boys.He likes to read books which (that) are written by foreign writers.3.基本要求：(1)要有板书;(2)试讲十分钟左右;(3)条理清晰，重点突出;(4)设计语法课。

试讲要求：（1）朗读内容（2）学习相关词汇与句型（3）设计相关的教学活动（4）时间为10分钟答辩题目：1.你这节课的教学重点是什么，是如何实现的2.Please make an assessment of this class试讲要求：（1）要有板书；（2）让学生朗读并掌握句型，强调语法；（3）体现师生互动。

答辩题目：1. What are the principles of grammar teaching?2. What difficulties do you think you will encounter in formal teaching and how do you solve them?试讲要求：（1）全英授课10分钟（2）请就教学材料组织阅读教学（3）结合游戏实施教学活动，设计课堂互动答辩题目：1. What do you think it takes to make a good class?2. How to improve the effectiveness of group cooperative learning in English class？试讲要求：（1）朗读全文（2）针对内容设计相应板书（3）设计阅读教学活动（4）全英文试讲10分钟基本要求：（1）采用英语授课试讲时间约10分钟；（2）试讲时需要示范朗读教学内容，创设语言情景呈现词句；（3）根据教学需要适当替换词组，并组织教学游戏操练主要句型；（4）配合教学话题进行板书设计，辅助学生进行听说的训练。

答辩题目：1.什么是特殊疑问句？2. What are the basic elements of a successful class? Please say something about it.3. What are the teaching objectives of this lesson?基本要求：（1）采用英语授课，试讲时间约10分钟；（2）需有师生互动环节；（3）需要设置板书。